Attribution Retraining: Implications for its Integration into Prescriptive Social Skills Training

Carlyon, William D.

doi:10.1080/02796015.1997.12085848

Cited by 12 publications

(2 citation statements)

References 40 publications

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“…The rationale underlying attributional retraining is that attributions influence judgments of responsibility and affect, and therefore, restructuring one’s attributions should result in a change in motivation and behaviour (Försterling, 1985; Perry, Hechter, Menec, & Weinberg, 1993). Although attributional retraining procedures have been applied successfully to a variety of personal and interpersonal adjustment problems, including depression (Weiner & Litman-Adizes, 1980), professional relationships (Curtis, 1992), career counseling (Luzzo, James, & Luna, 1996), academic failure (Perry & Penner, 1990; Struthers & Perry, 1996; Wilson & Linville, 1982), family relationships (Al-Mabuk, Dedrick, & Vanderah, 1998), and children’s social skills (Carlyon, 1997), they involve altering victims’ perceptions, which could also result in potential detrimental effects. Whether accurate or not, attributional retraining can signal to individuals that their perceptions are invalid, which could threaten their self-image.…”

Section: Social Motivation Training and Forgivenessmentioning

confidence: 99%

Promoting forgiveness among co-workers following a workplace transgression: The effects of social motivation training.

Struthers

Dupuis

Eaton

2005

Canadian Journal of Behavioural Science / Revue canadienne des

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Forgiveness is one construct that is beginning to demonstrate promise as a health and relationship promoter within the workplace. The primary aim of this research was to examine the effects of one psychological intervention (social motivational training) that was developed to promote forgiveness among co-workers. In the first of two studies, workers were randomly assigned to one of two intervention conditions (i.e., job satisfaction training, social motivational training). Participants read a vignette in which they were to imagine themselves as victims of a co-worker transgression. Judgments of responsibility and co-worker forgiveness were then measured at two intervals: before and after training. In Study 2, workers recounted an actual critical incident involving a co-worker transgression, completed a pretraining questionnaire measuring judgments of responsibility, self-image, and forgiveness, received either a one-on-one job satisfaction training or social motivational training session, and completed a post-training questionnaire. Results from both studies indicated that social motivational training enhanced participants' forgiveness of a hypothetical and actual co-worker. In addition, Study 2 showed an increase in workers' self-image following social motivational training, suggesting affirmation of the self as a possible mechanism for the effects of social motivational training on forgiveness.

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Section: Social Motivation Training and Forgivenessmentioning

confidence: 99%

Promoting forgiveness among co-workers following a workplace transgression: The effects of social motivation training.

Struthers

Dupuis

Eaton

2005

Canadian Journal of Behavioural Science / Revue canadienne des

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“…Sosyal ortamlardan dışlanmış, saldırgan çocukların içine kapanık çocuklardan daha farklı tutumlar sergiledikleri görülmüştür (Akt: Lefcourt ve diğer.,1985). Crick ve Ladd (1993), sosyal ortamlardan dışlanmış, saldırgan çocukların, içsel kontrol edilebilir etkenlerden çok, dışsal kaynaklı kontrol edilemeyen durumlardaki sosyal başarısızlıkları daha fazla önemsediklerini söylemişlerdir (Akt: Carlyon, 1997).…”

Section: Introductionunclassified

5. Sinif Öğrenci̇leri̇ni̇n Sosyal Beceri̇leri̇ni̇n Özsaygi Ve Deneti̇m Odaği İle İli̇şki̇si̇

Çutuk¹

2017

Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi

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Bu araştırmada, 5. sınıf öğrencilerinin sosyal beceri düzeyleri (olumlu ve olumsuz sosyal davranışlar) ile cinsiyet, doğuş sırası, anne-baba eğitim durumu, ailenin gelir durumu, özsaygı ve denetim odağı ilişkisi incelenmiştir. Araştırmanın örneklemini, 460 öğrenci oluşturmaktadır. Araştırmada, Kişisel Bilgi Formu, Matson Çocuklarda Sosyal Becerileri Değerlendirme Ölçeği, Coopersmith Özsaygı Envanteri ve Nowickistrickland Denetim Odağı Ölçeği kullanılmıştır. Araştırmada T-testi, tek yönlü Varyans Analizi (One Way Anova), Scheffe testi ve Pearson Momentler Çarpım Korelasyon Katsayısı tekniği kullanılmıştır. Araştırmanın sonucunda, kızların olumlu sosyal davranışlarının, erkeklere göre daha yüksek; erkeklerin olumsuz sosyal davranışlarının ise kızlara göre daha yüksek olduğu görülmüştür. Doğuş sırası ile olumlu ve olumsuz sosyal davranışlar arasında anlamlı bir farklılık bulunmamıştır. Araştırmanın sonucunda, olumlu sosyal davranışlar ile anne-babanın eğitim ve gelir durumu arasında anlamlı bir farklılık olduğu, olumsuz sosyal davranışlar ile anne-babanın eğitim ve gelir durumu arasında anlamlı bir farklılık olmadığı görülmüştür. Olumlu sosyal davranışlar ile özsaygı düzeyi arasında anlamlı ve pozitif, olumsuz sosyal davranışlarla anlamlı ve negatif yönde bir ilişki olduğu bulunmuştur. Son olarak, olumlu sosyal davranışlar ile denetim odağı düzeyi arasında anlamlı ve negatif, olumsuz sosyal davranışlarla anlamlı ve pozitif bir ilişkinin olduğu görülmüştür.

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Do causal attributions mediate the relationship between personality characteristics and life satisfaction in adolescence?

Rigby¹,

Huebner

2004

Psychol. Schs.

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This study examined relationships among personality traits, causal attributions, and global life satisfaction in a sample of 212 high school students. A chief aim of this research was to explore whether causal attributions mediate the relationship between personality characteristics and global life satisfaction as hypothesized by DeNeve and Cooper (1998). Specifically, a mediational model was proposed whereby extraversion and emotional stability relate to causal attributions, which in turn relate to life satisfaction. The results of this research revealed that the personality characteristic of emotional stability, but not extraversion, was related significantly to adolescent life satisfaction. Moreover, this study indicated that adolescents' causal attributions for good events mediated the relationship between life satisfaction and emotional stability. These findings should enhance understanding of potential pathways to the development of increased life satisfaction in adolescents as well as inform adolescent health promotion efforts.Psychology research has focused heavily on the study of psychopathology since World War II. This pursuit has advanced so that understanding of the nature and development of psychopathology far exceeds understanding of adaptive functioning. Seligman and Csikszentmihalyi (2000) recently called for greater attention to the study of positive emotions, cognitions, and behavior. This study examines one such positive psychology construct: life satisfaction (LS). Specifically, this study explores assumed determinants of adolescents' LS, including personality characteristics (i.e., extraversion and emotional stability) and cognitive processes (i.e., attribution styles).LS is the cognitive component of one's sense of subjective well-being. Diener (1994) defined LS as "a global judgment that people make when they consider their life as a whole" (p. 107). LS is associated with a number of positive outcomes for individuals. High LS individuals are more altruistic, tolerant, creative, and mentally and physically healthy than low LS individuals (Veenhoven, 1988). Among adolescents in particular, LS has been shown to moderate the relationship between stressful life events and subsequent externalizing behavior problems . When confronted with stressful life events, adolescents who are high in LS are less likely to demonstrate increased externalizing behaviors than adolescents low in LS. Thus, LS is more than a by-product of life experiences; it plays a critical role in the development of important behavioral outcomes.Researchers have investigated a variety of correlates of LS, including personality, environmental, demographic, and cognitive variables. Broad-band personality variables, such as the Big Five factors (McCrae & Costa, 1990), have demonstrated stronger correlations with adult LS than environmental variables (e.g., life events) or demographic variables (e.g., gender). Specifically, DeNeve and Cooper's (1998) meta-analysis revealed that emotional stability (ES) was the strongest personality c...

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Attribution Retraining: Implications for its Integration into Prescriptive Social Skills Training

Cited by 12 publications

References 40 publications

Promoting forgiveness among co-workers following a workplace transgression: The effects of social motivation training.

Promoting forgiveness among co-workers following a workplace transgression: The effects of social motivation training.

5. Sinif Öğrenci̇leri̇ni̇n Sosyal Beceri̇leri̇ni̇n Özsaygi Ve Deneti̇m Odaği İle İli̇şki̇si̇

Do causal attributions mediate the relationship between personality characteristics and life satisfaction in adolescence?

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